Medical Education For The 21st Century

Medical education has undergone a substantial transformation from the traditional models of the basic classroom, laboratory, and bedside that existed up to the late 20th century. The focus of this text is to review the spectrum of topics that are essential to the training of 21st-century healthcare providers. Modern medical education goes beyond learning physiology, pathophysiology, anatomy, pharmacology, and how they apply to patient care. Contemporary medical education models incorporate multiple dimensions, including digital information management, social media platforms, effective teamwork, emotional and coping intelligence, simulation, as well as advanced tools for teaching both hard and soft skills. Furthermore, this book also evaluates the evolving paradigm of how teachers can teach and how students can learn – and how the system evaluates success.

Drawing on key international reports and input from leading healthcare practitioners and educators worldwide, this ground-breaking book closely examines the real issues facing medicine and medical education. With a wide-ranging, evidence-based approach, the author identifies key drivers of change in both the developing and developed world. He examines national and international medical education priorities, suggests practical educational development and change management strategies to translate reforms into reality, and reviews the role of the medical profession as part of the wider healthcare community. This highly detailed, full-colour text offers thought-provoking reading for all healthcare educators and professionals. Healthcare managers and policy makers will find invaluable the practical, specific guidance for change. Healthcare students too, will find the accessible advice for personal direction and development both eye-opening and inspirational. With commentaries by experts who participated as members of The Lancet Commission on Education of 'Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World' Lord Nigel Crisp, House of Lords, London, United Kingdom Professor Patricia J. Garcia, Dean, School of Public Health and Administration, Cayetano Heredia University, Lima, Peru Professor Afaf I. Meleis, Margaret Bond Simon Dean of Nursing, University of Pennsylvania, United States and an epilogue on 'Leadership in Medicine and Healthcare for the 21st century' by Dr Ruth Collins-Nakai, former president of the Canadian Medical Association and chair of the Canadian Medical Foundation, Ontario, Canada

This volume provides a thorough critical analysis of various healthcare teaching strategies. It offers new strategies and takes an integrative approach promoting blended learning, self-directed study, simulation, the use of medical humanities and story-telling.

The idea for this book was originally conceived by Terrill Mast in conversations with Roland Folse. Dr. Mast was dedicated to the belief that all medical teachers should be generalists with skills and knowledge in all aspects of the field. Before his untimely death, he recruited most of the prestigious contributors to this important new book. This comprehensive volume features a review of the major topics in medical and surgical education by today's leading authorities in the field. The assembled authors represent a "Who's Who" in medical education around the world. Each chapter provides a state-of-the-art overview of the topic along with the projected changes most likely to occur over the next decade. A "must-have" for anyone responsible for educating students, residents, and physicians in the medical and surgical fields, this new book addresses the critical medical educational issues of the next millennium, in one, comprehensive volume.

Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework.

“This is a remarkable, much-needed book that fills a significant gap in the health and social care literature in the early decades of the 21st century—public, global, clinical, ecological. It is powerful, ambitious, comprehensive, and sweeping at the same time that it is visionary, focused, and deep. Its power and passion are about the potential of population health and well-being optimally applied around the globe to help in creating a world that is healthier, safer, more just, and more sustainable.” —Barbara K. Rimer, DrPH, Alumni Distinguished Professor and Dean UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill (From the Foreword) Drawing on current research and the expertise of world-recognized leaders in public, global, clinical, and social health in both developed and developing nations, this book delivers an evidence-based examination of 21st-century challenges in global population health and well-being. With special attention given to major initiatives of the United Nations, especially its Sustainable Development Goals (SDGs) 2016–2030, and the priorities of the World Health Organization (WHO) and the World Bank, Dr. Lueddeke articulates an imperative to adopt a “One World, One Health” view that recognizes the interdependence of humans, animals, plants, and the environment. The book/text promotes innovative and transformative paradigms for global public health practice, curricula, workforce training, and leadership. Intended for undergraduate and postgraduate courses in global public health, it will also be a welcome addition to the libraries of practitioners and policy-makers at all levels in the public/population/global health continuum. KEY CONTENT AREAS INCLUDE: The historical context of public health from early medicine to present day Exemplary educational initiatives: WHO education guidelines; curriculum commentaries from China, South Africa, and Cuba; a proposed Global Framework for Public Health Services and Functions; and case studies from South America (PAHO/ WHO), India (IPHF), and South Africa (PHASA) The changing roles and educational expectations of public and global health professionals in the early decades of the 21st century The complex interdependence of natural, socioeconomic, and political systems at local, national, regional, and global levels The causes of interstate conflicts and longer-term challenges Leading change in a new era, transforming mind-sets, and improving and sustaining the health and well-being of the planet and its people An epilogue on global health, governance, and education with contributions from a think tank of 35 practitioners from 27 nations Supplemental materials, including text aims and objectives and a guide to research and learning resources developed by experts in the United States, Brazil, and the Netherlands, are available as digital downloads ALSO HIGHLIGHTED: 65 profiles of leading global health (and health-related) organizations 15 profiles of highly recognized schools and institutes of public health

The content of medical education knowledge transfer is compounded as medical breakthroughs constantly impact treatment, and new diseases are discovered at an increasingly rapid pace. While much of the knowledge transfer remains unchanged throughout the generations, there are unique hallmarks to this generation’s education, ranging from the impact of technology on learning formats to the use of standardized patients and virtual reality in the classroom. The Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education is an essential reference source that focuses on key considerations in medical curriculum and content delivery and features new methods of knowledge and skill transfer. Featuring research on topics such as the generational workforce, medical accreditation, and professional development, this book is ideally designed for teachers, physicians, learning practitioners, IT consultants, higher education faculty, instructional designers, school administrators, researchers, academicians, and medical students seeking coverage on major and high-profile issues in medical education.

Returning to Homer’s Iliad and Odyssey for inspiration, this book uses these epics as a medium through which we might think imaginatively about key issues in contemporary medicine and medical education. These issues include doctors as heroes, and the legacy of heroic medicine in an age of clinical teamwork, collaboration and a more feminine medicine. The authors challenge ingrained habits in medical education, such as the way we characteristically “train” medical students to communicate with patients and colleagues; the reduction of compassion to the “skill” of empathy; the rote recital of the medical history as a “song”; and the new vogue for “resilience” as response to increasing levels of stress and burnout in the profession. A Homeric lens also shows new ways of thinking about translation of medical lingo into patients’ understanding, the relatively high levels of anger and error shown in clinical interactions, and modern phenomena such as “whistleblowing” in the face of unacceptable error or misbehaviour. While exhaustion and burnout are becoming more common in medicine, the authors ask if a more lyrical, rather than epic and tragic stance, might benefit medical work. Drawing on a wealth of experience in the field, the book promotes a new kind of medicine and medical education fit for the 21st century, but envisages these through the ancient lens of Homer’s two epics. In the heroic glory elaborated in the Iliad and the themes of homecoming and hospitality set out in the Odyssey, Homer provides a narrative arc that is a blueprint of modern medicine’s development from a heroic endeavour to a contemporary collaborative provision of hospitality, where the hospital remains true to its name and doctors engage in work of care rather than “fighting” disease with the hospital as battleground.